Teaching and Learning 

Open Afternoon

Wednesday 20th July 2:45pm - 5:00pm 

You are invited this Wednesday, 20th July, 2:45pm - 5:00pm to join our Open Afternoon - a celebration of all the wonderful learning that occurs at Rangeview Primary School. 

From 2:45pm to 3:30pm, all classrooms will be open across the school for you to join.

From 3:30pm to 4:15pm, all classrooms will be open including Specialist Classrooms: German, Art, Music, Digitech & Library. 

There will be a special The Author's Chair viewing by some of our children, reading their writing, available for you to join in the library. 

From 4:15pm to 5:00pm, all families are invited to the gymnasium for performances from our Level 2 Choir, Level 3 Choir, Senior Choir, Band, String Orchestra and Rock Band. 

We are looking forward to having families join us in celebrating our amazing learning that happens at Rangeview. 

Rangeview Instructional Model 

At Rangeview Primary School, we use a collaborative whole-school instructional model for teaching and learning, underpinned by the gradual release of responsibility framework.

“The gradual release of responsibility instructional framework purposefully shifts the cognitive load from teacher-as-model, to joint responsibility of teacher and learner, to independent practice and application by the learner” (Pearson & Gallagher, 1983).

Teachers at Rangeview Primary School plan their lessons following this model. 

To begin with, students are provided with a Learning Intention (what they will learn) and then collaboratively as a class, co-construct Success Criteria (what they will need to know to be successful).

The teacher then begins a mini lesson that lasts approximately 10 minutes. In this mini lesson, focused instruction by the teacher ‘I Do’, leads to ‘We Do’ where students might be asked to turn and talk briefly about a concept. The next step ‘You Do’ allows students to have a quick try, perhaps writing it down or saying a phrase. As the mini lesson concludes, students move into the ‘You Do Independently’ stage, often moving back to tables with a structured task. 

While the students are working independently, the teacher will confer with a selected student or small group, focusing on one component of the learning. 

Often a teacher will briefly stop the class from independent work time to check understanding or remodel a strategy, before returning students to independent work.

As the lesson approaches its conclusion, the teacher will bring the students back together for a debrief. In this time students discuss how they have met the Success Criteria, share their learning and celebrate success.

From Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility (2nd ed). By D. Fisher & N. Frey, 2013, Alexandria, VA: ASCD.

April Warfield

Acting Assistant Principal

Teaching & Learning